This report provides aggregate findings of the Faculty Survey on Open Educational Resources (OER) conducted online during late fall 2007 and early spring 2008. There were 1,203 faculty respondents to the survey from 12 Districts and 28 colleges. Of these respondents, 793 or 66% indicated they are full-time faculty. Part-time numbered 401 or 34%. There were 9 who did not indicate their full or part-time status. The faculty respondents represent a wide range of disciplines. The largest numbers were from English, Math, Counseling, Computer and Information Science, Business, ESL, and Foreign Languages. Substantial numbers were from Life, Social, Behavioral, and Physical Sciences. The respondents to the survey indicated considerable interest in using, sharing, and even producing OER learning materials. Over 90% indicated interest in using OER materials. A third of the respondents noted they were already using OER materials in their classes. As this sample does not represent the entire faculty, however, it cannot be concluded that a third of the faculty are using OER materials though many are no doubt using Internet resources. Respondents represented a wide range of disciplines including many in vocational education, basic skills, counseling, social, behavioral, life and the physical sciences. About 87% said they were likely to use OER if they were readily accessible and about 66% percent said they were interested in identifying or producing OER. About 75% of those responding to the survey indicated the type of support they would need to contribute to identifying or producing OER materials with Training, Guidelines and Templates, and Paid Compensation among the greatest needs.

Countering assumptions that a college education will be the only ticket to a stable economic future in Illinois, nearly one million openings in middle-skill jobs are projected for the state by 2014, according to a new study by the Skills2Compete-Illinois campaign. While the openings signal new opportunities for Illinois' workforce, the report cites the growing concern that there will not be an adequate number of skilled Illinois workers to fill these positions. The report also finds that two-thirds of the people who will be in Illinois' workforce in the year 2020 were already working adults in 2005 -- long past the traditional high school to college pipeline. The Skills2Compete-Illinois campaign calls for a new vision: every working Illinoisan should have access to at least two years of education or training past high school.

Countering assumptions that a college education will be the only ticket to a stable economic future in Illinois, nearly one million openings in middle-skill jobs are projected for the state by 2014, according to a new study by the Skills2Compete-Illinois campaign. While the openings signal new opportunities for Illinois' workforce, the report cites the growing concern that there will not be an adequate number of skilled Illinois workers to fill these positions. The report also finds that two-thirds of the people who will be in Illinois' workforce in the year 2020 were already working adults in 2005 -- long past the traditional high school to college pipeline. The Skills2Compete-Illinois campaign calls for a new vision: every working Illinoisan should have access to at least two years of education or training past high school.

Countering assumptions that a college education will be the only ticket to a stable economic future in Illinois, nearly one million openings in middle-skill jobs are projected for the state by 2014, according to a new study by the Skills2Compete-Illinois campaign. While the openings signal new opportunities for Illinois' workforce, the report cites the growing concern that there will not be an adequate number of skilled Illinois workers to fill these positions. The report also finds that two-thirds of the people who will be in Illinois' workforce in the year 2020 were already working adults in 2005 -- long past the traditional high school to college pipeline. The Skills2Compete-Illinois campaign calls for a new vision: every working Illinoisan should have access to at least two years of education or training past high school.

On 22-24 September 2002, a group of 22 education and information technology specialists gathered on the campus of the University of California at Irvine (UCI), for a symposium on the state of educational "content sharing." (See participant list.) The meeting was sponsored by the William and Flora Hewlett Foundation Education Program and the UCI Distance Learning Center. This paper summarizes the themes that emerged from that gathering.

Most papers can be characterized as collaborative, but this one is particularly deserving of that adjective. The presentation here is an attempt to synthesize the ideas of all the participants, expressed in numerous conversational and written exchanges pre-, during and post-meeting. While every effort has been made to present the range of views, surely not all participants would agree with the emphases and interpretations herein.

This report includes a hyper-linked bibliography and footnotes for additional web-based material on e-learning topics. Links are provided for the reader's convenience only, and represent neither an endorsement nor a guarantee of the accuracy of the content of the associated sites. Comments and questions about this document are welcomed, however, and should be directed to the author or the meeting sponsors.

On 22-24 September 2002, a group of 22 education and information technology specialists gathered on the campus of the University of California at Irvine (UCI), for a symposium on the state of educational "content sharing." (See participant list.) The meeting was sponsored by the William and Flora Hewlett Foundation Education Program and the UCI Distance Learning Center. This paper summarizes the themes that emerged from that gathering.

Most papers can be characterized as collaborative, but this one is particularly deserving of that adjective. The presentation here is an attempt to synthesize the ideas of all the participants, expressed in numerous conversational and written exchanges pre-, during and post-meeting. While every effort has been made to present the range of views, surely not all participants would agree with the emphases and interpretations herein.

This report includes a hyper-linked bibliography and footnotes for additional web-based material on e-learning topics. Links are provided for the reader's convenience only, and represent neither an endorsement nor a guarantee of the accuracy of the content of the associated sites. Comments and questions about this document are welcomed, however, and should be directed to the author or the meeting sponsors.

On 22-24 September 2002, a group of 22 education and information technology specialists gathered on the campus of the University of California at Irvine (UCI), for a symposium on the state of educational "content sharing." (See participant list.) The meeting was sponsored by the William and Flora Hewlett Foundation Education Program and the UCI Distance Learning Center. This paper summarizes the themes that emerged from that gathering.

Most papers can be characterized as collaborative, but this one is particularly deserving of that adjective. The presentation here is an attempt to synthesize the ideas of all the participants, expressed in numerous conversational and written exchanges pre-, during and post-meeting. While every effort has been made to present the range of views, surely not all participants would agree with the emphases and interpretations herein.

This report includes a hyper-linked bibliography and footnotes for additional web-based material on e-learning topics. Links are provided for the reader's convenience only, and represent neither an endorsement nor a guarantee of the accuracy of the content of the associated sites. Comments and questions about this document are welcomed, however, and should be directed to the author or the meeting sponsors.

A powerpoint presentation addressing problems with using academic content on the web, basic strategy, challenges to open knowledge, funding examples, and possible community college models.